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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study aims at setting the hierarchy of difficulty of the 7 Korean monophthongs for Mongolian learners of Korean according to Prator’s theory based on the Contrastive Analysis Hypothesis. In addition to that, it will be shown that the difficulties and errors for Mongolian learners of Korean as a second or foreign language proceed directly from this hierarchy of difficulty. This study began by looking at the speeches of 60 Mongolians for Mongolian monophthongs; data were investigated and analyzed into formant frequencies F1 and F2 of each vowel. Then, the 7 Korean monophthongs were compared with the resultant Mongolian formant values and are assigned to 3 levels, ‘same’, ‘similar’ or ‘different sound’.
The findings in assessing the differences of the 8 nearest equivalents of Korean and Mongolian vowels are as follows: First, Korean /a/ and /?/ turned out as a ‘same sound’ with their counterparts, Mongolian /a/ and /?/. Second, Korean /i/, /e/, /o/, /u/ turned out as a ‘similar sound’ with each their Mongolian counterparts /i/, /e/, /o/, /u/. Third, Korean /?/ which is nearest to Mongolian /i/ in terms of phonetic features seriously differs from it and is thus assigned to ‘different sound’. And lastly, Mongolian /?/ turned out as a ‘different sound’ with its nearest counterpart, Korean /u/.
Based on these findings the hierarchy of difficulty was constructed. Firstly, 4 Korean monophthongs /a/, /?/, /i/, /e/ would be Level 0(Transfer); they would be transferred positively from their Mongolian counterparts when Mongolians learn Korean. Secondly, Korean /o/, /u/ would be Level 5(Split); they would require the Mongolian learner to make a new distinction and cause interference in learning the Korean language because Mongolian /o/, /u/ each have 2 similar counterpart sounds; Korean /o, u/, /u, o/. Thirdly, Korean /?/ which is not in the Mongolian vowel system will be Level 4(Overdifferentiation); the new vowel /?;/ which bears little similarity to Mongolian /i/, must be learned entirely anew and will cause much difficulty for Mongolian learners in speaking and writing Korean. And lastly, Mongolian /?/ will be Level 2(Underdifferentiation); it is absent in the Korean language and doesn’t cause interference in learning Korean as long as Mongolian learners avoid using it.
The findings in assessing the differences of the 8 nearest equivalents of Korean and Mongolian vowels are as follows: First, Korean /a/ and /?/ turned out as a ‘same sound’ with their counterparts, Mongolian /a/ and /?/. Second, Korean /i/, /e/, /o/, /u/ turned out as a ‘similar sound’ with each their Mongolian counterparts /i/, /e/, /o/, /u/. Third, Korean /?/ which is nearest to Mongolian /i/ in terms of phonetic features seriously differs from it and is thus assigned to ‘different sound’. And lastly, Mongolian /?/ turned out as a ‘different sound’ with its nearest counterpart, Korean /u/.
Based on these findings the hierarchy of difficulty was constructed. Firstly, 4 Korean monophthongs /a/, /?/, /i/, /e/ would be Level 0(Transfer); they would be transferred positively from their Mongolian counterparts when Mongolians learn Korean. Secondly, Korean /o/, /u/ would be Level 5(Split); they would require the Mongolian learner to make a new distinction and cause interference in learning the Korean language because Mongolian /o/, /u/ each have 2 similar counterpart sounds; Korean /o, u/, /u, o/. Thirdly, Korean /?/ which is not in the Mongolian vowel system will be Level 4(Overdifferentiation); the new vowel /?;/ which bears little similarity to Mongolian /i/, must be learned entirely anew and will cause much difficulty for Mongolian learners in speaking and writing Korean. And lastly, Mongolian /?/ will be Level 2(Underdifferentiation); it is absent in the Korean language and doesn’t cause interference in learning Korean as long as Mongolian learners avoid using it.
목차
ABSTRACT
1. 서론
2. 실험절차
3. 실험결과
4. 대응모음 설정 및 대조분석
4. 요약 및 결론
감사의 글
참고문헌
참고문헌 (22)
참고문헌 신청
1. [단행본] - 김영송 / 1981 / 우리말 소리의 연구 / 과학사 : 104 ~ 116
2. [학술지(정기간행물)] - 김정효 / 2008 / 몽골인 한국어 학습자의 음소 인지 오류에 대한 고찰 / 한중인문학연구 (24) : 379 ~ 392
3. [학술지(정기간행물)] - 문승재 / 2007 / 한국어 단모음의 음성학적 기반연구 / 말소리 1 (62) : 1 ~ 17
4. [학위논문] - 박진원 / 2001 / 한· 중 여성화자의 한국어 발음의 실험음성학적 대조분석 / 석사 / 연세대학교 대학원
5. [학술지(정기간행물)] - 변광수 / 1987 / 스웨덴어 발음에 미치는 영어음운체계의 영향 / 이문논총 7 : 67 ~ 88
2. [학술지(정기간행물)] - 김정효 / 2008 / 몽골인 한국어 학습자의 음소 인지 오류에 대한 고찰 / 한중인문학연구 (24) : 379 ~ 392
3. [학술지(정기간행물)] - 문승재 / 2007 / 한국어 단모음의 음성학적 기반연구 / 말소리 1 (62) : 1 ~ 17
4. [학위논문] - 박진원 / 2001 / 한· 중 여성화자의 한국어 발음의 실험음성학적 대조분석 / 석사 / 연세대학교 대학원
5. [학술지(정기간행물)] - 변광수 / 1987 / 스웨덴어 발음에 미치는 영어음운체계의 영향 / 이문논총 7 : 67 ~ 88
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UCI(KEPA) : I410-ECN-0101-2010-701-002447384